First, primary school mathematics teaching methods

First, an overview of teaching methods

1. Teaching methods and means

What is a teaching method? People have different definitions of it.

Some people think that "teaching method is that teachers and students jointly achieve teaching goals in the teaching process." The general term for the interaction between teaching and learning to complete teaching tasks. , edited by Li Bingde, On Teaching, p. 197. People's Education Press 199 1 Edition,

Some people think that "teaching methods refer to the working methods adopted by teachers to complete teaching tasks and the learning methods of students under the guidance of teachers." Pedagogy, edited by Shanghai Normal University, p. 156, People's Education Press, 1979.

Others think that "every teaching method is a series of purposeful actions by teachers to organize students' cognitive activities and practical activities to ensure students' mastery of educational content." "See Foreign Educational Materials, No.3, 198 1.

It is generally believed that. "Teaching method is an interactive activity between teachers and students. It is composed of a set of methods with teaching as the means and teaching principles as the guidance." , by Wang Cesan. Teaching theory, college liberal arts textbooks. People's Education Press, 1985 edition.

The above definition reveals some essential attributes of teaching methods from different angles. In other words, teaching method is an activity way to achieve teaching objectives and complete teaching tasks. Teaching methods pay attention to students' dominant position and teacher-student interaction. Teaching methods are different from teaching tools or means. But the use of tools or means. Not a fixed way or action, but a series of purposeful actions.

Teaching method and teaching means are two different concepts which are closely related and have strict differences. Teaching method is the basic unit of teaching method. It is the concrete operation behavior of teachers and students in the teaching process, and the teaching method is composed of many teaching methods. It is not a single operation behavior, but an activity system of both teachers and students, which consists of language system, operating system, physical system and emotional system. Therefore, teaching method is the basic unit of teaching method, and teaching method is an organic combination of various teaching methods. For example, the explanation method is a teaching method. The teacher explains and describes a concept when explaining. Explain a noun term or demonstrate a proposition. The explanation, description, explanation and demonstration here are all teaching methods, and the same teaching method can be used in different teaching methods. The same teaching method can also adopt different teaching methods.

2. Classification of primary school mathematics teaching methods

In teaching methods. Existing teachers' teaching methods. Explain, demonstrate, guide, etc. And there are ways for students to learn, such as listening, observing, reading, discussing and practicing. There are both teachers' inspiration and students' exploration.

Teaching methods can be roughly divided into five series and three levels.

Five series,

One is the transmission and acceptance type. Mainly through the systematic teaching of teachers, students can master knowledge, such as interpretation methods.

The second is self-study counseling. Part of the content originally explained by the teacher was changed to self-study under the guidance of the teacher, such as reading, self-study and counseling.

The third is to guide discovery. Provide students with research materials, guide students to explore and find the conclusions that should be drawn, such as guided inquiry teaching method, question inquiry method, guided discovery method, transfer teaching method and so on.

Fourth, the situation is enlightening. Through the emotional rendering of the teaching environment, the suggestibility of people is used. Mobilize the potential of the unconscious field in students' brains and let students study in a pleasant atmosphere. Such as game method, situational teaching method, pleasant teaching method, suggestion teaching method and so on.

The fifth is model imitation. Demonstrate through teachers or textbooks. Let students do imitation exercises, so as to cultivate students' skills, skills and abilities. Such as example teaching method, trial teaching method and so on.

Three levels,

The first level is the basic teaching method, which mainly includes explanation, dialogue, practice, demonstration and experiment, and is the basis of the teaching method system. Mathematics teaching in primary schools can use several basic teaching methods to create many distinctive teaching methods.

The second level is comprehensive teaching method, which is actually a combination of several basic teaching methods. For example, guided discovery is a combination of dialogue, experiment, demonstration and discussion, while self-study counseling is a combination of reading, practice, explanation and discussion.

The third level is creative teaching methods. While learning to imitate various comprehensive teaching methods. Constantly sum up and innovate to create teaching methods with their own personality characteristics. Step into a kingdom of freedom that seems impossible to have real laws.

Second, the basic methods of primary school mathematics teaching

The basic methods of mathematics teaching in primary schools mainly include explanation, dialogue, practice, demonstration, experiment, reading, visit, discussion, practice and review. In terms of students' autonomy in acquiring knowledge. The basic teaching methods can be divided into three categories.

First, teachers should be more organized. Students have few activities, such as explanation, demonstration, review,

The second category. Teachers carry out the necessary organization, and students have more activities, such as talking, discussing, visiting and practicing.

The third category. It mainly focuses on students' autonomous activities, such as reading, experiment and practice. Among the three teaching methods, the independence of students' activities is higher than one.

1. Interpretation method

Interpretation means that teachers explain concepts, rules and laws to students through explanations. It is characterized by. Teachers can systematically and controversially talk about new knowledge.

Explanations are mainly used to impart new knowledge and sometimes to review old knowledge. This teaching method requires students to have certain listening and understanding abilities.

talk with each other

Dialogue is a method of teaching between teachers and students through purposeful and planned conversation. It is characterized by. Ask questions through the teacher. Drive students' thinking, arouse students' memories of old knowledge, communicate the connection between old and new knowledge, and let students think according to the questions raised by teachers, so as to discover the laws and draw conclusions. By studying students' answers, teachers can understand their knowledge. It can also cultivate students' language expression ability. Therefore, the conversation method is a teaching method widely used in all grades, and it is the most effective and widely used teaching method in heuristic teaching.

practise

The practice method is that under the guidance of teachers, students consolidate knowledge, form skills and skills and develop intelligence through practice. Exercise is a common method in primary school mathematics teaching.

4. Model Law

Teachers explain or confirm what they teach by demonstrating teaching AIDS or objects. This teaching method is called demonstration method. Demonstration method not only provides vivid perceptual materials for students, but also helps to understand abstract mathematical knowledge and develop students' observation and thinking ability.

Sometimes, mathematical concepts are abstract. It is difficult for students to master it only by the teacher's explanation, and it is necessary to demonstrate it with the help of objects and teaching AIDS. Therefore, it is the concrete embodiment of the principle of intuitive teaching in primary school mathematics teaching. We should attach importance to the application of demonstration methods.

5。 experimental method

Let the students pass the experiment under the guidance of the teacher. Mastering mathematical concepts or laws is called experimental method. When using experimental methods, we should make clear the purpose and steps of the experiment.

Because experimental methods can not only cultivate students' practical ability, but also develop students' intelligence and exploration spirit. In recent years, it has been widely concerned by the education sector.

6。 Reading method

The characteristics of reading method are. Under the guidance of teachers, we can gain knowledge by reading textbooks. Reading is the most important learning method in one's life. Teachers should constantly improve students' reading ability and self-study ability.

In actual teaching, there are several forms of reading.

, 1。 Read before you speak. The teacher guides the students to read the textbook first and then explain it. Before students read, teachers should put forward requirements to help students eliminate some obstacles in reading.

. 2. Speak before reading. The teacher explains first, then the students read. Clarify the main points and conclusions.

. 3. Talk while reading and the teacher will explain. While guiding students to read.

Third, the comprehensive teaching method

1, Discovery Teaching Method

Discovery teaching method is also called problem teaching method. It is characterized by. Teachers don't directly impart ready-made knowledge to students. But to guide students to use the materials provided by teachers and textbooks. Find out for yourself what you deserve.

The general steps of applying discovery teaching method are as follows.

1, put forward the problems to be solved and stimulate students' desire to solve problems.

,2。 Guide students to use the materials provided by teachers and textbooks to put forward various assumptions about the problem.

,3。 Express different views and opinions and start discussions.

4. The teacher summarizes and draws a conclusion.

The discovery teaching method adopted abroad completely allows students to discover knowledge by themselves, which consumes a lot of time and is not easy to obtain complete and systematic results. China advocates the teaching method of guiding discovery, giving full play to the leading role of teachers and the role of textbooks, and giving students appropriate help in putting forward assumptions. It is called "guided discovery method".

The following points should be paid attention to when using the "guided discovery method".

, 1, give play to the leading role of teachers.

Continue to motivate. Guide students to discover step by step. And by summing up. Help students master systematic knowledge.

2. Give play to the role of textbooks.

Guide students to use textbooks in a planned way. Gradually discover the conclusion.

3. Students with strong concepts and lack of old knowledge as the basis. It is not appropriate to use guided discovery method.

4. Let everyone have enough time to think when teaching.

We should not only be satisfied with the "discovery" of excellent students, but also face lower and middle-class students. Help them "discover".

5. Students should be encouraged to ask questions in teaching.

2. Self-study guidance method-emphasizing students' self-study and teachers' guidance.

3. Procedural teaching method-a method of teaching according to certain procedures by using programmed teaching materials.

Fourth, the trend of primary school mathematics teaching reform

According to the new curriculum concept and the reform of mathematics teaching methods in primary schools in China, the following development trends are presented.

1. Guide students to learn mathematics in mathematics activities

The new curriculum concept holds that "every learner should not wait for the transmission of knowledge, but should construct his own knowledge based on his unique experience of interacting with the world and give this experience meaning." , Zhong Qiquan, etc. Outline of Basic Education Curriculum Reform, Trial and Interpretation, page 24, East China Normal University Press, 200 1 edition. In primary school mathematics learning, students find and solve problems through operations, experiments, explorations, examinations and other activities. When studying the reform of teaching methods, teachers should attach importance to the study of students' mathematical activities, the development and utilization of activity resources, and actively guide students to learn mathematics in mathematics learning activities, so that they can actively acquire mathematical knowledge in mathematics activities. Develop mathematical ability and gain positive emotional experience.

2. Pay attention to students' experiences and experiences in the learning process.

Full-time compulsory education "Mathematics Curriculum Standard", experimental draft. For the first time, the "process goal" juxtaposed with the "knowledge and skill goal" appeared in the mathematics learning goal, that is, let students "experience" 3. Feel, experience. Experience and explore mathematical activities, so as to better reflect students' learning requirements in mathematical thinking, problem solving, emotion and attitude. We should not only pay attention to students' learning results, but also pay attention to students' learning situation.

Learning process, pay attention to students' experience and understanding in the process of mathematics learning. Therefore, the reform of teaching methods is largely reflected in the process of students' exploration and understanding of mathematical knowledge, that is, the process of concept formation, formula generation and problem-solving thinking exploration.

3. Guide effective exploration and organize valuable cooperation.

The behaviorist view of learning holds that learning is the change of behavior and the substantive connection between external stimulus and psychological reflection. The cognitive view of learning emphasizes "understanding" and requires students to explain knowledge in their own language. Constructivist learning view holds that learning is a process of students' autonomy, exploration and practice. Emphasize the main role of students in practice. According to the theory of constructivism. Learning mathematics is a kind of "doing mathematics". This process. Students use their own activities to establish an understanding of human existing mathematical knowledge. Mathematics teaching is the teaching of mathematics activities, and mathematics learning is not a simple knowledge acceptance. It is a mathematical activity with students as the main body. Therefore. They advocate changing the traditional mode of teaching by teachers and learning by students in classroom teaching, giving students opportunities to explore independently, operate experiments, actively think and cooperate, cultivating students' spirit of exploration and innovation, and using mathematics to find problems, solve problems, communicate and process information. Therefore. In the process of designing, arranging and organizing teaching, teachers should take realistic, interesting and exploratory research-based learning activities as an important content of mathematics teaching. Cooperative learning, classroom discussion and other teaching methods have greatly changed the form of primary school mathematics classroom teaching.

Under the influence of the above educational thoughts. The reform of mathematics teaching methods in primary schools presents the following characteristics.

1。 In the teaching purpose, it emphasizes the development of students' intelligence and ability, so that students can not only increase their knowledge, but also increase their wisdom.

2. In the process of learning. Emphasize the characteristics of mathematics and students' psychological characteristics.

The learning process of students is a special cognitive process, which cannot completely repeat the cognitive process of human beings. It can't go against the process of human cognition. We should consciously arrange some content for students to learn and discover. Students can not be rediscovered everywhere, nor can they be divorced from children's psychological characteristics, ignoring intuitive teaching and considering the characteristics of mathematics, which weakens the cultivation of abstract thinking ability.

3. On the relationship between teaching and learning. Emphasize the relationship between teachers' leading role and students' main role.

Teachers should pay attention to explain the meaning of learning, stimulate students' learning motivation, let students practice and cultivate their practical ability. Guide students to think positively.

4. In the choice of teaching methods, we emphasize the cooperation of various methods to improve the overall function.

Modern teaching theory advocates choosing different methods according to the teaching purpose, content and students' psychological characteristics. And use several teaching methods.

5. In the teaching organization, it emphasizes various forms and adapts to students' differences.

Combine classroom teaching, group teaching and individual teaching. Do it for everyone and take care of individual differences.

6。 In the classroom structure, it emphasizes overall optimization and improves efficiency.

When designing the classroom structure, we should comprehensively consider the teaching rules, teaching content, teaching requirements, class situation and children's age characteristics, properly handle the relationship between teaching and learning, speaking and practicing, facing the whole people and teaching students in accordance with their aptitude, pay attention to arranging the links that undertake the main tasks in the best time domain, and roughly stipulate the time spent in each link.

Second, the means of primary school mathematics teaching

1. Types of teaching methods,

Teaching means refers to "teaching activities carried out by teachers and students to achieve the expected teaching objectives." A tool, medium or device that transmits information to each other. On Teaching, edited by Tian Huisheng, p. 226, Hebei Education Press, 1996.

According to the order of emergence and development, teaching methods have developed from traditional teaching methods with objects, graphics and images as the main tools to modern teaching methods with computers as the core, including network applications. Can be divided into the following three categories.

1, traditional teaching methods. Mainly teaching tools and learning tools, such as objects, specimens, models, charts and so on. They were used earlier in teaching and are still widely used in mathematics teaching in primary schools.

2. Audio-visual teaching means mainly refer to power-driven teaching means such as slide show, projection, recording and video recording.

3. Teaching methods. It is characterized by computer as the core, including the application of network technology.

Second. The role of teaching means.

1, the use of teaching means embodies the principle of intuitive teaching. It can provide students with perceptual experience and help them understand and master mathematical knowledge.

2, in line with the psychological characteristics of primary school students. It is beneficial to stimulate students' interest in learning. Pupils are curious and active, and new things can arouse students' desire for learning. By introducing vivid teaching AIDS into the classroom, students can not only move their eyes, ears, brains and mouths, but also operate with their hands, which not only enlivens the classroom atmosphere. Make teaching activities gamified. It also greatly stimulated students' interest in learning.

3. It can break through the limitation of time and space, and directly present things and phenomena that are difficult for students to directly perceive.

4. It can improve the efficiency of classroom teaching.

The research of educational psychology shows that in human senses. The highest learning efficiency is vision, followed by hearing. However, in traditional teaching, most of the time teachers talk and students listen, so the teaching efficiency cannot be improved. In terms of memory, audio-visual memory is the best. After three days, the retention rate reached 66%. However, the survival rate after three days of vision alone is only 27%, and the survival rate after three days of hearing alone is only 16%. The combination of audio and video will greatly improve the efficiency of classroom teaching.

. Three. When using teaching methods, we should pay attention to,

1, pay attention to the following points when using teaching AIDS.

1, let the students see the process of teaching aid demonstration clearly. At the same time, we should cooperate with the explanation and guide students to observe, analyze and think.

2. Correctly handle the relationship between using visual AIDS and developing students' abstract thinking. Mathematics is characterized by high abstraction and strict logic. Because children are young, it is difficult to accept abstract mathematical concepts, and they need to use intuitive teaching AIDS as a means, but they can't stay at the intuitive level. Teachers should abstract in time through analysis and explanation. For example, when teaching the concept of volume, the teacher shows two glasses with half a glass of water for students to observe. The empty part of the cup that is not filled with water can be called "space". Then put two pieces of iron with different sizes into the cup respectively. The students observed that the water level in the cup rose, indicating that the iron blocks should "occupy" the space, and the water level rose at different heights, indicating that two iron blocks occupied a large space and a small space. Then ask the students to illustrate that objects occupy space. Thus abstracting the concept of volume.

. 3. The size of the visual AIDS should be appropriate and the colors should be bright. Help students concentrate.

2. We should pay attention to the following points when guiding the operation of learning tools.

. 1, the use of school tools should be timely, moderate and moderate. For example. Let the students fold an origami and draw a picture. The purpose of expressing half and equal fractions is to help students establish the concept of fractions. Once students know the scores of one-half and three-quarters, they should be guided to recall how they got the scores of one-half, three-quarters and three-quarters, and then summarize the concept of scores abstractly. If we don't abstract in time and blindly pursue intuition, it will hinder the development of students' abstract thinking.

、2。 During the operation of the learning tool. It is necessary to guide students to observe, analyze and compare in time and master mathematical knowledge. Develop thinking ability.

3. In the process of operating learning tools, we should pay attention to cultivating students' language expression ability. Let the students talk while operating. After the operation, tell the operation process, according to the operation results. Say the conclusion.

Some learning tools can be made by students themselves. For example, make a cube with a side length of 1 cm. Through making, students can deepen their understanding of cubes.